混國籍班級的漢字教學策略與實務─以當代中文課程第一冊前五課為教材研究

漢字的認知能力是學習者在學習漢語中最基本的工具，所以漢字教學一直是漢語教學中十分重要的議題。尤其對於拼音文字背景的學習者來說，從表音文字到表意文字的轉變過程更是學習者的一大挑戰。本研究的目的在於設計一套有效的漢字教學策略(例如字形策略、回憶默寫法和漢字桌遊等)以提升零基礎到初級程度的混國籍學習者的漢字認寫能力。本研究架構分為五個章節進行，第一章緒論為說明研究背景、動機、問題以及目的。第二章為文獻探討，探討漢字基本理論、漢字教學理論與策略、學習者的漢字認知心理模式與策略等，根據探討的文獻為原則來設計本研究的漢字教學策略。第三章為研究方法與研究設計，主要說明漢字教學策略的操作流程，並且將透過行動研究從課堂觀察、問卷以及訪談中蒐集資料。第四章為研究結果與分析，透過三個階段的實驗後分析學習者的成效與回饋。最後第五章為結果與建議，提出研究限制和有效的漢字教學策略供未來教學者在漢字教學的參考。本行動研究試驗是以詞為本位的隨課識字法進行多認少寫的漢字教學，並從學習常見的部首和部件累積識字量，再從不同的漢字策略中提升零基礎到初級程度的混國籍學習者的漢字認寫能力，也試圖解決一般正規華語課有限的教學時間融入漢字課程在以及降低學習者焦慮感建立學習自信。

關鍵字

混國籍；漢字教學策略；漢字桌遊

並列摘要

The cognition of Chinese characters is a basic requirement for the learning of Chinese languages. However, learners of Chinese as a Second Language (CSL) have great difficulty in recognizing Chinese characters for many reasons, most of which revolve around the disparities between students of Chinese and non-Chinese Heritage cultures. The motive of this research is to design an effective Chinese character teaching strategy, which indicates mixed applicability for each of the various Chinese character teaching strategies (e.g. character association, recall method, and board games) dependent upon learner ethnicity, learning goals, and language proficiency. This thesis is divided into five chapters. Chapter one introduces the research background, motivation, and goals. Chapter two contains a literature review of relevant articles, such as Chinese teaching strategies, Chinese Character teaching methods, and theories of learner psychological cognition of Chinese Characters. Chapter three details the research methodology, which includes action research, class observation, questionnaire, and interview. Chapter four contains the results of the research. Finally, chapter five provides conclusions, research limitations, and recommendations. This action research with small mixed-level (beginner to basic) groups of adult learners from diverse national and ethnic origins at two Taiwanese universities. The results of the study indicate that learning to read more and write fewer Characters, and sourcing these characters directly from the course text are beneficial to learners facing limited study time and higher amounts of anxiety. Learners are taught to perceive both radicals and component parts of the Chinese characters in order to improve character cognition in both reading and writing. It is suggested that practitioners combine the positive aspects of said theories in designing more adaptive Chinese character teaching strategies. Such widely-sourced teaching strategies are indispensable in today’s diverse CSL classroom.